Example Topics and Genres: Content Related to
WIDA’s English Language Proficiency Standards
These examples, representative of state academic content standards, provide context for the English language development described in the strands of Model Performance Indicators.
Standard 1:
Social and
Instructional language
Standard 2:
The language of
Language Arts
Example Topics
Example Genres
• Adventures
• Assignments/Research
• Character development • Ballads
• Editorials
• Instructions/
• Historical documents
Assignments
• Human interest
• Resources & supplies
• Mythology
• School behavior
• Poetry/Free verse
• School life
• Science fiction
• Social interaction
• Technical texts
• Use of information
Example Topics
• Use of multiple
• Alliteration
resources
• Author’s purpose
• Use of register
• Biographies
• Comprehension strategies
• Dialogue
• Editing
• Figures of speech
• Literacy devices
• Metaphors & similes
• Multimedia
• Multiple meanings
• Personification
• Synonyms & antonyms
• Test-taking strategies
• Word origins
Grades 6-8
Standard 3:
The language of
Mathematics
Example Topics
• Algebraic equations
• Area, volume &
circumference
• Complex two- & threedimensional figures
• Data interpretation &
statistics
• Data sets & plots
• Decimals
• Estimation
• Factors
• Fractions
• Geometric relations
• Integers
• Line segments & angles
• Measures of central
tendency (mean, median,
mode, range)
• Metric & standard units
of measurement
• Parallel lines
• Percent
• Perimeter
• Probability
• Ratio & proportion
• Square root
Standard 4:
The language of Science
Example Topics
• Atoms & molecules
• Bacteria to plants
• Body systems & organs
• Chemical building blocks
• Climate/Temperature change
• Climate zones
• Comets & meteorites
• Cycles
• Elements & compounds
• Forms of energy
• Light
• Motion & force
• Natural disasters
• Populations, resources &
environments
• Processes
• Reproduction
• Scientific inventions or
discoveries
• Scientific tools or instruments
• Solar system
• Sound
• Universe: Stars and planets
• Water
Standard 5:
The language of
Social Studies
Example Topics
• Agriculture
• America’s story
• Ancient/Medieval civilizations
• Bill of Rights
• Civic rights & responsibilities
• Civil wars
• Colonization
• Countries & continents
• Cultural perspectives & frames
of reference
• Economic trends
• Forms & organization of
government
• Freedom & democracy
• Human resources
• Longitude/Latitude/Time zones
• Maps
• Revolution
• Slavery
• U.S. Constitution
41
Grades 6-8
42
ELP Standard 1: Social and Instructional Language, Formative Framework
READING
WRITING
Level 1
Entering
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Character
development
Point out school
behavior from gestures
or illustrations and
oral statements with a
partner (e.g., in class, on
the playground, in gym
class, on the bus)
Identify examples
of school etiquette
based on gestures or
illustrations and oral
descriptions with a
partner (e.g., turntaking)
Interact in social
and cultural school
situations to depict
character development
based on oral
descriptions in small
groups (e.g., in the
lunchroom)
Role play school
situations involving
character development
based on oral
descriptions in
small groups (e.g.,
succumbing to peer
pressure)
Interpret oral scenarios
or readings on
character development
through role play or
dramatization
Social
interaction
Respond to and offer
greetings, compliments,
introductions or
farewells with teachers
or peers in L1 and L2
Ask questions or
exchange information
with teachers or peers in
L1 and L2
Initiate or engage in
conversation with peers
or in small groups
Initiate, respond to
or clarify meaning of
idiomatic expressions,
slang or nuances in
conversation with peers
Express or respond to
humor or sarcasm in
conversation
Use of multiple
resources
Search for topics on
Web sites, in libraries or
using other sources with
a partner from a list
Classify topics identified
on Web sites or other
sources (e.g., classgenerated list) with a
partner
Sort information
on topics of choice
gathered from multiple
sources with a partner
Arrange information
on topics of choice
gathered from multiple
sources in logical order
with a partner
Confirm or rearrange
information after
re/reading of topics of
choice gathered from
multiple sources
Use of register
Respond to requests or
invitations supported
visually using words and
polite phrases
Respond to or initiate
correspondence (e.g.,
e-mail, messages,
postcards or notes) to
friends or siblings using
informal register
Respond to or generate
text (e.g., suggestions,
announcements, journal
entries, complaints,
apologies or thank
yous) within the school
context using semiformal register
Respond to teachers
(e.g., feedback from
journals) or complete
assignments using
formal register
Produce a variety of
writing forms using
register appropriate to
audience
Level 6- Reaching
SPEAKING
LISTENING
Example
Topics
READING
WRITING
Level 1
Entering
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Resources &
supplies
Identify needed
resources or supplies for
activities from pictures
and oral statements
(e.g., “pencils,” “paper,”
“computers”)
Match needed resources
or supplies with types of
activities from pictures
and oral statements
(e.g., calculators and
math books)
Categorize needed
resources or supplies
with types of activities
from pictures and oral
descriptions
Analyze tasks or projects
by activities and match
with needed resources
based on pictures and
oral discourse
Evaluate and select
needed resources for
tasks or projects based
on oral discourse
Instructions/
Assignments
Respond to WHquestions or commands
based on oral
instructions or visually
supported assignments
Paraphrase or retell
oral instructions or
visually supported
assignments (e.g., recap
of homework)
Recount steps for
following oral
instructions or visually
supported assignments
(e.g., through thinkalouds)
Summarize oral
instructions or visually
supported assignments
Explain, with details,
reasons for instructions
or assignments
appropriate for grade
level
Use of
information
Locate words or phrases
on socially-related topics
(e.g., school dances)
from visually supported
information (e.g., on
posters)
Identify sentence-level
information on sociallyrelated topics from
illustrated text (e.g.,
in advertisements or
instructions)
Summarize information
on socially-related
topics from illustrated
paragraphs
Interpret information
on socially-related
topics from illustrated
text (e.g., directions for
board or video games)
Infer information on
socially-related topics
from text
School life
Make lists associated
with school life from
visuals and word/phrase
banks (e.g., subjects,
classes, activities)
Outline or complete
graphic organizers about
school life (e.g., weekly
schedule with times and
subjects)
Discuss different aspects
of school life using
graphic organizers
(e.g., likes and dislikes,
favorite subjects on T
chart)
Suggest ideas for
making changes
to school life (e.g.,
rearranging schedules
or adding clubs) using
graphic organizers
Propose changes to
school life and give
reasons for choices (e.g.,
policies or procedures)
Level 6- Reaching
SPEAKING
LISTENING
Example
Topics
ELP Standard 1: Social and Instructional Language, Summative Framework
Grades 6-8
43
Grades 6-8
44
ELP Standard 2: The Language of Language Arts, Formative Framework
Level 1
Entering
Example Genre
LISTENING
Poetry/Free
verse
Example Topic
Example Genre
SPEAKING
Human interest
Example Topic
Multimedia
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify illustrated
rhyming words in
recited excerpts of
poems and check with a
partner
Classify illustrations
descriptive of recited
excerpts as poetry or
free verse and check
with a partner
Match main ideas in
recited short poems
or free verse with
illustrations and check
with a partner
Interpret main ideas
or details in recited
poems or free verse with
illustrations and check
with a partner
Make inferences from
main ideas and details
of recited grade-level
poetry or free verse
Match oral commands
with learning strategies
represented visually and
compare with a partner
(e.g., “Fill in bubbles on
answer sheets.”)
Follow oral directions
associated with learning
strategies represented
visually and compare
with a partner
Use learning strategies
according to oral
directions and compare
with a partner (e.g.,
“Answer easy questions
first on tests.”)
Practice using learning
strategies described
orally in a variety of
familiar situations and
verify with a partner
Apply learning strategies
described orally to new
situations
Describe persons or
objects in human
interest stories (e.g.,
“Girls talking”) from
visual frames or media
excerpts
Relate main ideas of
human interest stories
from visual frames or
media excerpts (e.g.,
news broadcasts)
State reasons for the
‘interest’ in human
interest stories from
visual frames or media
excerpts
Apply ideas from
human interest stories
from visual frames
or media excerpts to
personal experiences
Defend and justify
stances or points of
view in human interest
stories from various
sources
Answer choice or yes/
no questions regarding
visually supported
information from
multimedia (e.g., on
ads, cartoons, signs or
posters)
Restate or paraphrase
visually supported
information from
multimedia (e.g., in
newspapers, magazines
or broadcasts)
Present visually
supported information
from multimedia (e.g.,
in Web sites, CDs or
software)
Summarize or integrate
visually supported
information from
multimedia (e.g., in
trade books, books on
tape or videos)
Give reviews of
information from
multimedia that include
interpretations, critiques
or self-reflections
Level 6- Reaching
Test-taking
strategies/
Comprehension
strategies
Level 2
Beginning
Level 1
Entering
Example Genre
READING
Adventures
Example Topic
Genres
WRITING
Editorials
Example Topic
Editing
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify words or
phrases associated with
adventures using visual
support and word/
phrase walls or banks
Answer WH- questions
related to adventures
using visual support
(e.g., “Who is
missing?”) and share
with a peer
Sequence plots of
adventures using visual
support and share with
a peer
Summarize plots of
adventures using visual
support and share with
a peer
Identify cause and effect
of events on characters
in adventure stories
Identify words or
phrases supported by
illustrations associated
with various genres
(e.g., adventures,
ballads, science fiction,
mythology)
Match general
vocabulary or
expressions in context
with illustrations
associated with various
genres read orally
Associate types of genres
with language structures
or specific vocabulary in
illustrated text or oral
description
Pair illustrated
summaries with excerpts
from genres read orally
or in writing (e.g.,
mythology, science
fiction or ballads)
Infer types of
genres from written
descriptions or
summaries in gradelevel text
Answer yes/no or choice
questions to agree or
disagree with current
issues discussed with
partners or in small
groups in L1 or L2
React positively or
negatively to current
issues in editorials
discussed in small
groups in L1 or L2
Give opinions in
reaction to current
issues in editorials (e.g.,
from newspapers or
Web sites) discussed in
small groups
Discuss pros and cons
of current issues in
editorials in small
groups
Produce editorials
(opinions backed by
evidence) in response to
newspaper or Web site
articles
Brainstorm words or
phrases relevant to
tasks with a partner
(e.g., using bilingual or
picture dictionaries) in
L1 or L2
Check some aspect
of editing (e.g.,
conventions or
mechanics) with
resources (e.g.,
computers, peers or
visual models) and
confirm with a partner
in L1 or L2
Engage in peer editing
(e.g., using checklists)
during process writing
and make notations to a
partner in L1 or L2
Self-edit during
process writing using
multiple resources
(e.g., thesauruses or
dictionaries) and check
with a partner
Self-assess process
writing using rubrics
or other resources and
explain editing strategies
Level 6- Reaching
Example Genre
Level 2
Beginning
ELP Standard 2: The Language of Language Arts, Formative Framework
Grades 6-8
45
Grades 6-8
46
ELP Standard 2: The Language of Language Arts, Summative Framework
Level 1
Entering
Example Genre
LISTENING
Poetry/
Free verse
Example Topic
Literary devices
SPEAKING
Human interest
Example Topic
Biographies
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify illustrated
rhyming words in
recited excerpts from
poems
Classify illustrations
descriptive of recited
excerpts of poetry or
free verse
Match main ideas in
recited short poems
or free verse with
illustrations
Interpret main ideas
or details in recited
poems or free verse with
illustrations
Make inferences from
main ideas and details
of recited grade-level
poetry or free verse
Identify words and
phrases related to
different time frames
following oral directions
with visual support
Match oral phrases or
sentences supported
visually with different
time frames
Identify use of literary
devices related to
different time frames
in visually supported
discourse (e.g.,
foreshadowing or
flashback)
Analyze use of literary
devices related to
different time frames in
visually supported oral
passages
Interpret use of literary
devices related to
different time frames
presented orally from
grade-level text
Describe persons or
objects in human
interest stories from
visual frames
Relate main ideas of
human interest stories
from visual frames
State reasons for the
‘interest’ in human
interest stories from
visual frames
Apply ideas from
human interest stories
from visual frames
Defend and justify
stances or points of
view in human interest
stories
Answer WH- questions
from pictures or
cartoons related to
biographies
Describe pictures or
cartoons related to
biographies
State biographical
information based
on timelines or other
graphic organizers
Summarize points
from outlines or
graphic organizers on
biographies
Project character roles
using notes on gradelevel biographies
Level 6- Reaching
Example Genre
Level 2
Beginning
Level 1
Entering
Example Genre
READING
Adventures
Example Topic
Example Genre
WRITING
Editorials
Example Topic
Synonyms &
antonyms
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify words or
phrases associated with
adventures using visual
support
Answer WH- questions
related to adventures
using visual support
(e.g., “What is the spy
looking for?”)
Sequence plots of
adventures using visual
support
Summarize plots of
adventures using visual
support
Predict effects of
altering events in
adventures (e.g., “If X
happened at another
time, what do you think
would change?”)
Respond to literal
questions that involve
figures of speech from
visually supported
phrases
Identify words or
phrases representing
figures of speech in
visually supported
related sentences (e.g.,
like or as)
Categorize or classify
figures of speech in
visually supported
passages
Identify figures of
speech in visually
supported text and
match to their meanings
Interpret figures of
speech in grade-level
text
Answer questions to
agree or disagree with
current issues from
models depicted visually
or graphically
React positively or
negatively to current
issues in editorials from
models depicted visually
or graphically
Give opinions in
reaction to current
issues in editorials from
models depicted visually
or graphically (e.g., “I
think…”)
Discuss pros and cons
of current issues in
editorials from models
depicted visually or
graphically (e.g., “I
agree with X; I disagree
with Y.”)
Produce editorials
(opinions backed by
examples) from current
grade-level issues
Match familiar symbols,
words or phrases with
antonyms from word/
phrase banks and visuals
Describe familiar
people, places or events
in phrases or sentences
with synonyms or
antonyms using word/
phrase banks and visuals
Rewrite visually
supported paragraphs
using synonyms or
antonyms to change
context or purpose of
communication (e.g.,
switch positive with
negative traits)
Produce original
ideas that incorporate
synonyms or antonyms
from visually supported
material
Create stories or essays
that include synonyms
or antonyms
Level 6- Reaching
Figures
of speech
(metaphors,
personification,
similes)
Level 2
Beginning
ELP Standard 2: The Language of Language Arts, Summative Framework
Grades 6-8
47
Grades 6-8
48
Level 1
Entering
Level 2
Beginning
Measures
of central
tendency
(mean, median,
mode & range)
Match oral language
associated with
measures of central
tendency with visual or
graphic displays
Illustrate or identify
examples of measures
of central tendency
based on oral directions
and visual or graphic
displays
Select measures of
central tendency based
on visual or graphic
displays and oral
descriptions of real-life
situations
Make predictions or
estimates of measures of
central tendency from
oral scenarios and visual
or graphic displays
Make inferences about
uses of measures of
central tendency from
oral scenarios of gradelevel materials
Metric &
standard units
of measurement
Name tools and units
of standard or metric
measurement from
labeled examples (e.g.,
ruler—inches or cm;
scale—pounds or kilos)
Estimate standard or
metric measurement
from pictures or real
objects (e.g., “The
dog weighs about 10
kilograms.”)
Describe real-life
situations where
measurement is needed
from illustrated scenes
(e.g., at the clinic or
marketplace)
Discuss how
measurement is used
in real-life situations
from illustrated scenes
(e.g., construction,
architecture or
cartography)
Explain how or when
to convert standard or
metric measurement in
real-life situations (e.g.,
recipes or temperatures)
Percent/
Decimals
Identify or sort values
noted on everyday
products related to
percent or decimals
(e.g., nutritional facts,
serving sizes or % daily
use) with a partner
Compare or rank
order values noted
on everyday products
related to percent or
decimals with a partner
Follow listed
instructions that involve
hands-on math using
percent or decimals
(e.g., from recipes or
games) with a partner
Follow written
instructions to
determine when and
how to apply math
in real-life situations
involving percent or
decimals (e.g., sales tax,
interest rates or tips)
with a partner
Interpret various
representations of
numbers in real-life
problems involving
percent or decimals
from various texts
Probability
Record and label
outcomes of events
involving chance using
real objects (e.g., coin
flips)
Give outcomes of events
involving probability
using real objects with
words and phrases or
short sentences
Propose probability
based on observed
outcomes and describe
results in a series of
sentences
Detail possible
combinations based on
probability and compare
against observed
outcomes in paragraph
form
Explain and give reasons
for likely probabilities in
multiple paragraphs
WRITING
READING
Example
Topics
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Level 6- Reaching
SPEAKING
LISTENING
ELP Standard 3: The Language of Mathematics, Formative Framework
Example
Topics
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Percent/
Fractions
Identify proportional
representation of objects
from oral directions
and graphs or visuals
(e.g., “Two halves make
a whole. Find half a
pizza.”)
Follow multi-step
oral directions to
change proportional
representation of
percent or fractions in
graphs or visuals
Match everyday
examples of percent
or fractions with oral
descriptions using
graphic or visual
support (e.g., interest or
taxes)
Analyze everyday
situations involving
percent or fractions
from oral scenarios
with graphic or visual
support (e.g., “Sales
tax is based on percent.
When might you need
to use percent?”)
Apply ways of using
percent or fractions in
grade-level situations
from oral discourse
Line segments
& angles
Identify line segments
or angles from pictures
of everyday objects
Define or describe types
of line segments or
angles from pictures of
everyday objects (e.g.,
“This angle is larger.”)
Compare/contrast types
of line segments from
diagrams (e.g., parallel
v. perpendicular lines)
Discuss how to solve
problems using different
types of line segments
or angles from diagrams
Explain, with details,
ways to solve grade-level
problems using different
types of line segments
or angles
Perimeter/
Area, volume &
circumference
Match vocabulary
associated with
perimeter or area with
graphics, symbols or
figures
Identify visually
supported examples
of use of perimeter,
area, volume or
circumference in realworld situations (e.g.,
painting a room)
Classify visually
supported examples
of use of perimeter,
area, volume or
circumference in realworld situations
Order steps for
computing perimeter,
area, volume or
circumference in realworld situations using
sequential language
Select reasons for uses of
perimeter, area, volume
or circumference in
grade-level text
Algebraic
equations
Show pictorial
representations or
label terms related to
algebraic equations from
models or visuals
Give examples and
express meaning
of terms related to
algebraic equations from
models or visuals
Describe math
operations, procedures,
patterns or functions
involving algebraic
equations from models
or visuals
Produce everyday math
problems involving
algebraic equations and
give steps in problemsolving from models or
visuals
Summarize or predict
information needed
to solve problems
involving algebraic
equations
LISTENING
SPEAKING
READING
Level 2
Beginning
Level 6- Reaching
WRITING
Level 1
Entering
ELP Standard 3: The Language of Mathematics, Summative Framework
Grades 6-8
49
Grades 6-8
50
ELP Standard 4: The Language of Science, Formative Framework
Level 2
Beginning
Light/Sound
Match oral statements
about light or sound
with illustrations (e.g.,
“White is made up of all
colors.”)
Create or complete
models or diagrams of
light or sound based on
illustrations and oral
directions (e.g., circuits)
Climate/
Temperature
change
Offer information on
temperature from charts
or graphs (e.g., daytime/
nighttime highs and
lows) to a partner in
L1 or L2
Natural
disasters
Elements &
compounds
SPEAKING
READING
WRITING
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Classify examples of
properties of light
or sound based on
illustrations and oral
directions
Apply oral descriptions
of properties of light
or sound to everyday
examples
Identify explanations
of properties of light or
sound in oral scenarios
State differences in
temperature over time
based on information
from charts or graphs to
a partner in L1 or L2
Compare differences in
temperature based on
information from charts
or graphs with a partner
Summarize and
present information on
temperature changes
from charts or graphs to
a partner
Explain patterns of
changes in temperature
over time based on
evidence from charts or
graphs
Chart information on
natural disasters (e.g.,
hurricanes, tornadoes,
floods, typhoons,
earthquakes) based on
graphic support, models
or pictures (e.g., by
months of the year)
Respond to yes/
no, choice or WHquestions regarding
natural disasters based
on graphic support
or pictures (e.g.,
“Does Illinois have
hurricanes?”)
Identify characteristics
or conditions for natural
disasters based on text
and graphic support
Compare types of
natural disasters using
multiple written
sources, including
Web sites and graphic
support
Interpret impact of
natural disasters on
people and places from
grade-level text
Make posters or label
diagrams in response
to scientific questions
or formulas involving
elements or compounds
with a partner
Record results of
scientific inquiry
involving elements
or compounds with a
partner
Outline steps of
scientific inquiry
involving elements
or compounds with a
partner
Describe procedures
related to scientific
inquiry involving
elements or compounds
with a partner (e.g., in
lab reports)
Explain, in detail,
examples of scientific
inquiry involving
elements or compounds
(e.g., in displays or
exhibits)
Level 6- Reaching
Level 1
Entering
LISTENING
Example
Topics
READING
WRITING
Level 1
Entering
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Scientific tools
or instruments
Match scientific
tools or instruments
with pictures from
oral statements (e.g.,
sundial)
Classify scientific tools
or instruments with
pictures and labels from
oral directions (e.g.,
“Telescopes and sundials
go with the sky.”)
Identify examples
of scientific tools or
instruments and their
uses from pictures and
oral descriptions
Compare/contrast
examples of scientific
tools or instruments
and their uses from
oral descriptions
(e.g., differences
between telescopes and
microscopes)
Infer uses of scientific
tools or instruments
from oral reading of
grade-level material
Scientific
inventions or
discoveries
Use general vocabulary
associated with scientific
inventions or discoveries
based on illustrations
(e.g., machine or x-ray)
Describe scientific
inventions or discoveries
based on illustrations
Compare/contrast
scientific inventions or
discoveries described
orally with visual
support (e.g., “__is
similar to/different from
__ because __.”)
Imagine future scientific
inventions or discoveries
based on oral and visual
clues
Predict potential impact
of scientific inventions
or discoveries on life
based on oral evidence
(e.g., “In 100 years, we
could/may/might...”)
Cycles/
Processes
Match labeled diagrams
of cycles or processes
with vocabulary from
word/phrase banks (e.g.,
nitrogen cycle)
Sort or classify
descriptive phrases and
diagrams by cycles or
processes
Sequence descriptive
sentences and diagrams
according to cycles or
processes (e.g., mitosis
or meiosis)
Identify cycles or
processes from
descriptive paragraphs
and diagrams
Predict consequences of
alteration of cycles or
processes from gradelevel text
Forms of
energy
Match or classify forms
of energy from everyday
illustrated examples
and models (e.g., light,
sound, heat)
List and describe
examples of illustrated
forms of energy from
word/phrase banks
Compare/contrast
two forms of energy
depicted visually (e.g.,
“___ and ___ are alike/
different in these ways.”)
Explain uses of different
forms of energy
depicted visually (e.g.,
“__ is used to ___.”)
Evaluate and defend
uses of different forms
of energy (e.g., “I think
solar energy is most
efficient because…”)
Level 6- Reaching
SPEAKING
LISTENING
Example
Topics
ELP Standard 4: The Language of Science, Summative Framework
Grades 6-8
51
Grades 6-8
52
ELP Standard 5: The Language of Social Studies, Formative Framework
Example
Topics
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify locations of
land and water masses
on maps based on oral
statements and check
with a partner
Sort locations on maps
by land or water masses
based on oral statements
and check with a
partner
Identify specific
geographic locations
(e.g., time zones,
latitude, longitude)
on maps based on oral
information and check
with a partner
Compare/contrast
locations on maps (e.g.,
cities in Northern and
Southern Hemispheres)
from oral descriptions
and check with a
partner
Evaluate locations
on maps for different
purposes from oral
descriptions (e.g.,
“Show me the best city
in Asia to….”)
Civil wars
Identify historical
figures or events
associated with civil
wars from photographs
or illustrations in small
groups
Describe historical
figures or events
associated with civil
wars from photographs,
illustrations or videos in
small groups
Role-play scenes from
historical events or lives
of figures associated
with civil wars in small
groups
Re-enact historical
events or lives of
figures associated with
civil wars from varied
perspectives with peers
(e.g., Lincoln-Douglas
debates)
Give monologues
simulating historical
events or figures
associated with civil
wars (e.g., scenes in
plays)
Economic
trends
Chart economic data
based on phrases or
simple statements
with graphic support
(e.g., changes in crop
production)
Classify economic data
based on information
in text and charts (e.g.,
major crops by states or
regions)
Compare economic data
based on information
in text and charts
(e.g., “Which crop is
produced less today
than five years ago?”)
Predict economic data
for upcoming years
based on information
in text and charts (e.g.,
“Which crop will have
less production in five
years?”)
Interpret economic
trend data based on
information from gradelevel text and charts
(e.g., “Why has there
been a decline in profits
from this crop in the
past five years?”)
Ancient/
Medieval
civilizations
Identify features of
historical periods from
illustrations and word/
phrase banks and share
with a partner in
L1 or L2
Describe features of
historical periods using
notes from graphic
organizers and share
with a partner in
L1 or L2
Compare historical
periods using sentences
from graphic organizers
and share with a partner
Produce contrastive
summaries of
historical periods using
information from
graphic organizers and
share with a partner
Create historical essays
descriptive of past
civilizations
READING
SPEAKING
LISTENING
Maps
Level 6- Reaching
WRITING
Level 1
Entering
Example
Topics
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify agricultural
icons from oral
statements using visual
or graphic support (e.g.,
on maps or graphs)
Locate resources or
agricultural products
from oral statements
using visual or graphic
support (e.g., “Corn
is an important crop.
Show where the most
corn is grown.”)
Distinguish among
resources or agricultural
products from oral
statements using visual
or graphic support
Find patterns associated
with resources or
agricultural products
from oral statements
using visual or graphic
support
Draw conclusions about
resources or agricultural
products on maps
or graphs described
orally from grade-level
material
America’s story
Connect events with
people in U.S. history
using timelines, graphics
or illustrations
Describe features or
characteristics of major
events or people in
U.S. history depicted in
timelines, graphics or
illustrations
Summarize significance
of major events or
people in U.S. history
depicted in timelines,
graphics or illustrations
Paraphrase reasons for
major events or people’s
actions in U.S. history
depicted in timelines,
graphics or illustrations
Explain causes and
effects of major events
and people’s actions in
U.S. history (e.g., “This
happened as a result
of…”)
Civic rights &
responsibilities
Identify rights or
responsibilities of
people in U.S. or
other countries using
illustrations and labels
or phrases
Sort rights or
responsibilities of
people in U.S. or other
countries by descriptors
using illustrations and
written statements
Select examples of
rights or responsibilities
of people in U.S. or
other countries using
illustrations and written
descriptions
Evaluate rights or
responsibilities of
people in U.S. or other
countries using
illustrated text
Infer rights or
responsibilities of
people in U.S. or other
countries from gradelevel text
Forms &
organization of
government
Label illustrations of
features of U.S. or other
governments using
word/phrase banks
Describe features
of U.S. or other
governments using
visuals or graphics and
word/phrase banks
Compare/contrast
features or functions
of U.S. or other
governments using
graphic organizers (e.g.,
executive, legislative and
judicial branches)
Discuss functions
of U.S. or other
governments in response
to current events using
graphic organizers
Discuss and justify
relative effectiveness of
forms or organization of
governments
LISTENING
Agriculture
SPEAKING
READING
Level 2
Beginning
Level 6- Reaching
WRITING
Level 1
Entering
ELP Standard 5: The Language of Social Studies, Summative Framework
Grades 6-8
53